About Me Hello and welcome to my wiki page! My name is Elizabeth Grey Thomas, and I am currently earning a master’s degree in secondary education. As a proud booklover, I cannot wait to teach high school English and share my love of literature with others. Throughout my life, many engaging people have told me that they find reading to be boring. While I understand and appreciate that individuals have different tastes, this comment always makes me cringe. My personal philosophy is that everyone is passionate about something, and this passion can be ignited through reading. As such, my mission as a teacher will be to empower students to become experts in their interests. This does not mean that I will ignore required reading lists (these are important for many reasons!), but I truly believe that students can love to read if they are given opportunities to explore topics that interest them. In addition to providing flexibility, I also want to cultivate a love of reading by providing an interactive classroom. Specifically, I plan to develop digital stories, prezis, and other technological tools in the coming weeks. I will post many of these projects as they are developed, so please feel free to provide feedback! As a new teacher, I know I have a lot to learn, and I would really appreciate advice on making my projects better.
Class Goals
Since I still have a year of studying before I begin teaching, I have not had any experience using technology in the classroom. However, I already have two of ideas of how technology can be used to help students engage with literature. One idea involves asking students to create digital stories from characters’ points of view. While reading The Crucible, for example, one student could pretend to be John Proctor and explain why he would rather be hanged than tarnish his name. Another student could pretend to be Abigail Williams and explain what she hoped to to accomplish by accusing others of witchcraft.
Another way in which I would like to incorporate technology is to encourage students to blog about the literature that we read in class. Before we begin reading a new book, students could all draw names of different characters out of a box. Then, as the story develops, students could pretend to be their assigned characters and blog about their reactions to certain events in the story. Wuthering Heights, for example, would be a wonderful work for this assignment. How would the students feel to be Heathcliff? What would it feel like to have your inheritance taken from you?
In addition to being fun, I believe these assignments would be beneficial in four ways. First, students would have the opportunity to advance their technological skills. Second, the nature of these projects encourages students to read texts closely to be able to effectively communicate from the characters’ point of view. Third, the projects would give students a chance to practice writing. Finally, these projects would also provide opportunities for creativity.
In order to complete these projects, I will certainly need to master new skills. For example, I have no idea how to operate iMovie, and I would like to learn how to use this program so that I can create digital stories in the future. A second thing that I would like to learn is how to create a private blog for my classes. Ideally, this would be a blog that students could use to read each other’s work, but it would not be available to the general public.
In order to master these skills, I will need to do three things. First, I will need to combat my anxiety concerning technology. Second, I know that I will need to ask Dr. Maxwell a lot of questions, even some that appear obvious to others. Finally, I know I will also need to ask my colleagues in class for help. However, considering that I am really excited about developing these projects for my future students, I believe that my excitement will override my anxiety about tackling technology and asking for help along the way. Prezi on The Scarlet Letter
Many students find the process of writing a paper to be daunting. However, I believe that a lot of stress could be avoided if I present the process in manageable steps. Therefore, before asking students to write a paper, I am going to help them practice finding quotations to support their claims.
One way in which I plan to help students become comfortable with quoting the text is by creating a group assignment utilizing prezis. In this assignment, students will create slides corresponding to various themes of the books they will be reading. With each theme that is introduced, students will also include a supporting quotation from the text.
In the link below, I have created a prezi as an example for my students. I chose The Scarlet Letter for my prezi because many schools require students to read it. Following the same guidelines that I will give my students, each slide presents a different theme from the book with a supporting quotation.
This is the first prezi that I have ever created, so feedback would be greatly appreciated!
Digital Storytelling with Maya Angelou
In order to delve deeper into some of the beautiful poems written by Maya Angelou, I have created an assignment utilizing digital stories. For this project, students will spend four days creating digital stories that reflect Angelou's powerful imagery on iMovie. Students will then present their digital stories to the rest of the class on the fifth day.
This project will accomplish the following learning objectives:
Students will have the opportunity to explore imagery in poetry by finding images that correspond to Angelou’s words.
Students will have the opportunity to practice dramatic readings.
Students will have the opportunity to creatively interact with each other.
By listening to other presentations, students will be exposed to at least three other poems by Angelou.
The timeline will be as follows:
Day 1: Introduction to iMovie
I will provide an overview of the features of iMovie. This overview will include demonstrations of how to record narratives, import photos, and share movies.
The class will view the digital story I have created as an example (posted at the bottom of this section).
I will divide the class into four groups. Each group will then select a different poem written by Angelou.
Day 2: Planning
Within each group, students will discuss the imagery in the poem they have selected and consider what images might best reflect their poems.
Students will conduct online searches for images and/or decide what personal photos they might like to share for this project.
Students will decide who will read the poem for their group (multiple readers encouraged but not required).
Day 3: Recording
Students will take turns going to the computer lab to record their poems. Each group will be given twenty minutes to make recordings, so they must be prepared to start immediately.
Students will finalize the images they would like to use.
Students will compile a list of sources.
Day 4: Finalizing
Students will finalize the order and timing of their images.
Students will make sure that their first image includes the title and author of the poem.
Students will include a complete list of all of the sources they have used.
Day 5: Presenting
Before presenting their digital stories, students will provide brief overviews of their projects. These overviews should include explanations of why they chose their particular poems.
Students will present their digital stories to the class.
Grades for this project will be given according to the following rubric:
Category
Possible Points
Points Earned
Overview: A thoughtful overview is provided that explains why each group chose their particular poem.
10
Introduction: The title and author of the poem is clearly conveyed at the beginning of the digital story.
10
Poetry Reading: The audio is clear and exactly follows the original poem. Stress is given to different words when appropriate.
25
Images: The images effectively enhance the poem, and they are introduced in a manner that works with the audio recording.
25
Sources Consulted: All sources are provided on the last slide of the presentation.
30
To help students begin the project, I have posted an example below:
Editing Project
One way that I hope to sharpen my future students’ writing skills is by helping them edit what they have already written. To this end, I think it would be helpful to compile a list of sentences with grammatical errors from students’ papers into a PowerPoint presentation that we can review in class. After we have reviewed how to correct the errors, I can also e-mail the presentation to the students so that they can access it for future reference.
The presentation would progress according to the following timeline. First, students would see a slide with a sentence that contains a grammatical error (anything from a misplaced comma to ending a sentence with a preposition). Next, one student will walk up to the board and write how he or she thinks this error can be corrected. Third, I will then click over to the next slide so that students can see how I would have corrected the issue.
I think that PowerPoint is a great tool to utilize for this project for two reasons. First, I can easily pace the slides to meet the needs of the students. If it is obvious that students have mastered a particular concept, I can skip any remaining slides that I have included on the topic. However, if I see that students are struggling with another concept, I can easily spend more time working to provide clarity.
Another reason that I believe PowerPoint is a great tool for this project is because it can be e-mailed to students for future reference. Paper can be a scarce resource in some schools, and using PowerPoint allows me to save paper and also make the project accessible at the same time. Ideally, I would like the students to use this presentation as a tool to correct any mistakes when writing their future papers.
A Lesson Plan Utilizing the Oral History of James Vanderpol
After reading Anne Frank: The Diary of a Young Girl, students will watch the first 40 minutes of an oral history with James Vanderpol. Like Anne, James grew up in the Netherlands. After being labeled as Jewish by German authorities, James and his family ultimately decided to go into hiding in order to survive.
I am excited to share this oral history with my future students for three reasons. First, given that both James and Anne were Jews living in Amsterdam during German occupation, there are some remarkable similarities between the two stories. By listening to James, students can have a better idea of what life was like for Anne while she was writing her diary.
Another reason why I am excited to share this oral history is because James provides important information about those who risked their lives to hide Jews during this time. As he explains, those caught hiding Jews were often sent to concentration camps, and their family members were sometimes subjected to psychological torture. Ultimately, I hope this enables students to gain a greater appreciation for what Miep must have gone through when hiding Anne’s family.
A third reason why I am excited to share this oral history is because it adds a profound human element to the black and white text that we will be reading. Students may have grandparents who are the same age as James and Anne, and I hope this helps them to realize how recently this occurred. The German occupation did not happen hundreds of years ago; we can still talk to those who were alive while Anne was in hiding.
After watching this oral history, students should be able to answer the following questions about life in Amsterdam during the German occupation:
Why do you think many Jewish families did not immediately flee the Netherlands once the Germans invaded?
What risks did individuals take when they decided to hide Jews from authorities?
Why did families choose to go into hiding together if only one family member was singled out for deportation?
How did James Vanderpol manage to escape the notice of authorities while he was in hiding?
Timing of Video
Given that James and Anne shared similar experiences, I would not be able to emphasize points of similarity without spoiling certain parts of Anne’s story. As a result, I would like to wait until after reading Anne’s diary to watch the video. Additionally, I want to show this video in class in case some of my students do not have internet access at home.
Writing Assignment
After watching the video in class, students will be asked to write a five-paragraph response detailing three similarities between Anne’s story and James’s story. The paper should be written according to the following format:
In the first paragraph, students should provide a clear thesis statement.
In the middle three paragraphs, students should provide three similarities between Anne’s story and James’s story (one similarity per paragraph).
In the final paragraph, students should conclude their responses by succinctly summarizing the three similarities they discussed.
Assignment Timeline
I will show the video in class on a Monday, and students will have until the following Monday to complete their responses. The students will be asked to complete the assignment at home, although they will be encouraged to ask questions about the assignment in class.
Grading Rubric for Assignment
Category
Possible Points
Points Earned
Citations: The students properly utilize in-text citations for their responses.
10
Conclusion: The final paragraph of the paper contains a strong conclusion.
10
Content: The students explain how Anne’s experience is similar to James’s experience in three ways.
25
Grammar: The responses are free from grammatical errors.
25
Style: The assignment is either typed or neatly written, and the student’s name is provided.
10
Thesis: A clear thesis statement is provided in the first paragraph.
If my students have internet access at home, I would like to create a wiki to use for class discussions. To earn class participation points, the students would be required to post one thoughtful question to the discussion board each week. Additionally, students would also be required to respond to at least two other questions in a respectful manner.
Although I primarily plan to use the wiki for class discussions, I think it can also serve three other purposes. First, I can use the wiki to post updates on assignments. For example, if school is cancelled, I can use the wiki to let the students know when various assignments will be due. Second, I can also use the wiki to post links to videos that they are required to watch for homework. Finally, I can also use the wiki to give students a space to pose questions. I really want students to succeed in my class, and therefore I want to give them as many opportunities as I can to ask for help if they need it.
Although I am not teaching yet, I have created an example wiki with the tabs I believe I would utilize. I have posted the link below. Please feel free to provide feedback! http://ethomasclass.wikispaces.com
Blogging
Overview
Although blogs can be used for many different purposes, I think they could be a great tool to use in the classroom. Given that blogs allow you to view many posts from the same person, they can really show how a student’s writing is progressing. Therefore, if all of my students have internet access at home, I would love to ask students to write regular posts so that I can monitor how their writing is developing.
Learning Objectives
By creating and updating blogs on a regular basis, students will accomplish the following learning objectives:
They will be able to practice writing on a weekly basis.
They will be able to see how their writing has progressed over the course of the school year.
They will be encouraged to think critically about what we are reading and discussing.
They will be able to practice stating controversial opinions in a respectful manner.
Assignment
Once a week, students will be asked to take an argumentative stance on something we have read in class. I will provide suggested prompts each week, but students will have the option to deviate from these prompts if they are passionate about a specific topic (topics must be cleared with me in advance). Each response must be a minimum of one paragraph in length. I will grade the responses according to the following rubric:
Category
Possible Points
Points Earned
Content: The argument is logical and well supported.
25
Grammar: The argument is free from grammatical errors and typos.
25
Time: The argument is posted according to the syllabus deadline.
25
Tone: The argument is respectful.
25
Platform
I would like for my students to utilize Blogger.com for three reasons: it is free, it is linked to Gmail, and it offers privacy settings.
Creating a Blog
Students will be required to create their blogs for homework, but I will spend one day in class reviewing what they will need to do. Here are the steps they will need to take:
1. Create a Gmail account.
2. Go to Blogger.com.
3. Click “sign in” on the top right of the screen.
4. Click “new blog” in the top left of the screen.
5. Create a name for the blog (these will be assigned in class).
6. Create a blog address (these will also be assigned in class).
7. Customize the blog by choosing a template (students can choose their own).
8. Finish by clicking “create blog.”
Privacy Settings
Students will be required to restrict access to their blogs so that only members of our class can see their posts. However, if students would like to make their blogs public once our class ends, they will have the option to do so.
To update their privacy settings, students should do the following:
1. Log in to Blogger.com.
2. Select our class blog.
3. Open the “settings” menu on the left.
4. Choose the “basic” option.
5. Click “permissions.”
6. Click “edit” in the “blog readers” section.
7. Specify who can see the blog by choosing “only these readers.”
8. Make sure to save changes.
A Summary of “Improving Student Engagement with Technology Tools”
In “Improving Student Engagement with Technology Tools,” the authors share their experiences using emerging technological tools in the classroom. First, the authors compare Kahoot and Twitter to an established educational tool, Blackboard. While the authors maintain that Kahoot “. . . greatly improves student engagement and participation” (Kirsch et al. 53) when compared to Blackboard, Twitter yielded less impressive results. After comparing levels of student engagement on Twitter and Blackboard, the authors maintain that “Blackboard better met the course objectives of actively engaging students in a meaningful course discussion” (54).
In the next section, the authors evaluate emerging infographic tools. As the authors relate, Leonhirth asked students to create an infographic using a tool of their choice, but she suggested a few platforms including Piktochart, Infogr.am, Easel.ly, and Canva (55). After working with these platforms, the students recommended Piktochart and Canva above the other tools. The authors explain that, “Their recommendations were based on the learning curve, ease of use, and the types of features available for free” (56).
In the final section, the authors review Bitstrips, a platform that allows users to create comics. Using Bitstrips in a foreign language class, the authors explain that the teacher found the tool to be helpful in two ways. First, the authors maintain that using the program helped the students to achieve a degree of digital fluency. Instead of providing immediate answers to technical problems, the teacher encouraged students to work on their own solutions. Second, by asking students to write in another language, Bitstrips enabled the teacher to quickly identify areas where students might be struggling (58).
After reading this article, I think the implications for teachers are pretty obvious. For example, given that the authors found that Kahoot "greatly improves student engagement and participation” (53), I think it would be an excellent tool to use in the classroom. In contrast, given that Twitter was not effective at enhancing student engagement, I probably will not ask my students to use it.
As far as the infographic tools are concerned, I have not used any of them, and so I would obviously want to do my own research before asking my students to use them. However, I will certainly listen to the authors’ recommendations. Since Piktochart and Canva seemed to be the best free services, I would certainly try these before other similar tools.
Finally, although the authors seemed to like Bitstrips, I am not sure that I am going to use it. The fact that the platform caused frustration is not exactly encouraging to me. Realistically, students only have a limited amount of energy reserved for schoolwork, and I would rather ask them to spend this energy on the concepts we are reviewing. Additionally, although the authors claim that it enabled the teacher to quickly catch mistakes, any online platform makes this easy to do.
Source:
Kirsch, Breanne; Marlow, David; Pingley, Allison; Leonhirth, Deshia; Lownes, Steven. “Improving Student Engagement with Technology Tools.” Currents in Teaching &, vol. 8, no. 2, Sep. 2016, pp. 50-61.
Kahoot!
If my students have access to computers in the classroom, I would love to utilize Kahoot! for three reasons. First, I think it could be beneficial to introduce a new lesson with a Kahoot! quiz. By giving a quiz at the beginning of class, I can ascertain what students already know and what they still need to learn. Additionally, by asking students questions at the beginning of the lesson, I can help them to understand what they will be learning. If time permits, I would also like to give the same quiz at the end of the lesson to assess potential strengths and weaknesses.
In addition to using Kahoot! for lessons, Kahoot! quizzes can also be utilized to review information before a test. By taking a low-stakes Kahoot! quiz, students can discover what they already know. Additionally, they can also pinpoint what they still need to study.
Finally, given that the Kahoot! quizzes are so engaging, it would be a fun way to cover “boring” topics. For example, I think it would be a great way to review vocabulary words. Instead of asking students to complete tedious exercises to memorize new words, I can make the process more fun by turning it into a competitive game.
Ultimately, I am really excited about potentially using Kahoot! in my classroom, and I have already created four quizzes in a rush of enthusiasm. Under normal circumstances, I would post a link to all four quizzes and seek feedback. However, I cannot do so in this case because Kahoot! requires users to have an account to access the questions. As a result, I plan to share at least one quiz at our next class. Get excited! Revision
After considering many options, I ultimately decided to create a new Kahoot! quiz for my revision. Although I am pleased with the first quizzes I created, I admittedly could have used more of the features that the program offers. Since I definitely plan to use Kahoot! quizzes in my classroom in the future, I thought it would be helpful to revisit the site and use more of the features that it offers.
For the new quiz that I created on Ethan Frome, I utilized two features that I did not previously use. First, I embedded a link to the trailer for the film. As a result, students will get to watch the trailer for the film while they are waiting for other players to enter the quiz code into their devices. Second, I also added a corresponding picture to each question in my quiz. The pictures do not make the answers obvious, but they do provide helpful clues.
Ultimately, I am glad that I had the opportunity to revisit this platform. The additional features not only make the quiz more interesting, but they also make the questions more memorable for students. I am looking forward to sharing my new and improved quiz at our next class! Reflection
This class has been really helpful for me. As someone who is a little anxious about using technology, I feel like this class has prepared me to use some really engaging programs in the classroom. Specifically, I plan to use four of the tools that we discussed in this class: Prezis, digital stories, oral histories, and Kahoot! quizzes.
First, I would like to use Prezis for three reasons. Not only is the program a great alternative to PowerPoint, but it is also really easy to use. Additionally, by structuring the presentations so that you can see many pieces at once, it is a great method to visually represent how different ideas can build a cohesive project.
In addition to Prezis, I would also really like to utilize digital stories in the classroom. The Maya Angelou project that I created this semester is one of my favorites, and I really like it because it gives shy students the opportunity to practice dramatic readings without having to stand in front of their peers. We have repeatedly discussed how technology should only be used if it enhances student learning, and I really think this project enables students to engage with the material in ways that would not be possible without technology. Ultimately, I really hope to be able to use this lesson once I begin teaching.
Just as digital stories enable students to explore course material in a meaningful way, I also think oral histories will help students to gain a unique perspective on what we are learning. While working on my oral history project with James Vanderpol, it occurred to me that he is about the same age as my grandparents. Sometimes reading something in black and white can make it seem far-removed, but through an oral history project, I really think I can help students make personal connections to what we are reading in class.
Finally, while making deep connections is important, I also really want my students to have some light-hearted fun in my class. To this end, I cannot wait to utilize Kahoot! quizzes. The quizzes are so engaging and fun that I definitely plan to use them to cover “boring” topics and to review information before a test.
While I certainly plan to use many of the tools that we covered this semester, there are two that I specifically do not plan to use: blogs and wikis. I do not plan to use these because I do not want my students to feel like they have to be plugged into class at all times. On a personal note, I believe that a good education consists of extra-curricular activities, and I really believe it is important to get students off of their devices so that they can learn to communicate in more traditional ways. This does not mean that I will not assign homework (I think this is an important component of college preparation), but I am going to try to limit the amount of time that I ask students to spend on electronic devices when they are at home.
Although I do not plan to use everything that we learned in this class, I think that it has been really helpful. In exploring different platforms, I have some great ideas for how technology can be used to help students interact with the course material in a meaningful way. Ultimately, I cannot wait to try some of these projects to see what kind of impact it has on my students.
About Me
Hello and welcome to my wiki page! My name is Elizabeth Grey Thomas, and I am currently earning a master’s degree in secondary education. As a proud booklover, I cannot wait to teach high school English and share my love of literature with others.
Throughout my life, many engaging people have told me that they find reading to be boring. While I understand and appreciate that individuals have different tastes, this comment always makes me cringe. My personal philosophy is that everyone is passionate about something, and this passion can be ignited through reading. As such, my mission as a teacher will be to empower students to become experts in their interests. This does not mean that I will ignore required reading lists (these are important for many reasons!), but I truly believe that students can love to read if they are given opportunities to explore topics that interest them.
In addition to providing flexibility, I also want to cultivate a love of reading by providing an interactive classroom. Specifically, I plan to develop digital stories, prezis, and other technological tools in the coming weeks. I will post many of these projects as they are developed, so please feel free to provide feedback! As a new teacher, I know I have a lot to learn, and I would really appreciate advice on making my projects better.
Class Goals
Since I still have a year of studying before I begin teaching, I have not had any experience using technology in the classroom. However, I already have two of ideas of how technology can be used to help students engage with literature. One idea involves asking students to create digital stories from characters’ points of view. While reading The Crucible, for example, one student could pretend to be John Proctor and explain why he would rather be hanged than tarnish his name. Another student could pretend to be Abigail Williams and explain what she hoped to to accomplish by accusing others of witchcraft.
Another way in which I would like to incorporate technology is to encourage students to blog about the literature that we read in class. Before we begin reading a new book, students could all draw names of different characters out of a box. Then, as the story develops, students could pretend to be their assigned characters and blog about their reactions to certain events in the story. Wuthering Heights, for example, would be a wonderful work for this assignment. How would the students feel to be Heathcliff? What would it feel like to have your inheritance taken from you?
In addition to being fun, I believe these assignments would be beneficial in four ways. First, students would have the opportunity to advance their technological skills. Second, the nature of these projects encourages students to read texts closely to be able to effectively communicate from the characters’ point of view. Third, the projects would give students a chance to practice writing. Finally, these projects would also provide opportunities for creativity.
In order to complete these projects, I will certainly need to master new skills. For example, I have no idea how to operate iMovie, and I would like to learn how to use this program so that I can create digital stories in the future. A second thing that I would like to learn is how to create a private blog for my classes. Ideally, this would be a blog that students could use to read each other’s work, but it would not be available to the general public.
In order to master these skills, I will need to do three things. First, I will need to combat my anxiety concerning technology. Second, I know that I will need to ask Dr. Maxwell a lot of questions, even some that appear obvious to others. Finally, I know I will also need to ask my colleagues in class for help. However, considering that I am really excited about developing these projects for my future students, I believe that my excitement will override my anxiety about tackling technology and asking for help along the way.
Prezi on The Scarlet Letter
Many students find the process of writing a paper to be daunting. However, I believe that a lot of stress could be avoided if I present the process in manageable steps. Therefore, before asking students to write a paper, I am going to help them practice finding quotations to support their claims.
One way in which I plan to help students become comfortable with quoting the text is by creating a group assignment utilizing prezis. In this assignment, students will create slides corresponding to various themes of the books they will be reading. With each theme that is introduced, students will also include a supporting quotation from the text.
In the link below, I have created a prezi as an example for my students. I chose The Scarlet Letter for my prezi because many schools require students to read it. Following the same guidelines that I will give my students, each slide presents a different theme from the book with a supporting quotation.
This is the first prezi that I have ever created, so feedback would be greatly appreciated!
Digital Storytelling with Maya Angelou
In order to delve deeper into some of the beautiful poems written by Maya Angelou, I have created an assignment utilizing digital stories. For this project, students will spend four days creating digital stories that reflect Angelou's powerful imagery on iMovie. Students will then present their digital stories to the rest of the class on the fifth day.
This project will accomplish the following learning objectives:
The timeline will be as follows:
Day 1: Introduction to iMovie
Day 2: Planning
Day 3: Recording
Day 4: Finalizing
Day 5: Presenting
Grades for this project will be given according to the following rubric:
To help students begin the project, I have posted an example below:
Editing Project
One way that I hope to sharpen my future students’ writing skills is by helping them edit what they have already written. To this end, I think it would be helpful to compile a list of sentences with grammatical errors from students’ papers into a PowerPoint presentation that we can review in class. After we have reviewed how to correct the errors, I can also e-mail the presentation to the students so that they can access it for future reference.
The presentation would progress according to the following timeline. First, students would see a slide with a sentence that contains a grammatical error (anything from a misplaced comma to ending a sentence with a preposition). Next, one student will walk up to the board and write how he or she thinks this error can be corrected. Third, I will then click over to the next slide so that students can see how I would have corrected the issue.
I think that PowerPoint is a great tool to utilize for this project for two reasons. First, I can easily pace the slides to meet the needs of the students. If it is obvious that students have mastered a particular concept, I can skip any remaining slides that I have included on the topic. However, if I see that students are struggling with another concept, I can easily spend more time working to provide clarity.
Another reason that I believe PowerPoint is a great tool for this project is because it can be e-mailed to students for future reference. Paper can be a scarce resource in some schools, and using PowerPoint allows me to save paper and also make the project accessible at the same time. Ideally, I would like the students to use this presentation as a tool to correct any mistakes when writing their future papers.
A Lesson Plan Utilizing the Oral History of James Vanderpol
After reading Anne Frank: The Diary of a Young Girl, students will watch the first 40 minutes of an oral history with James Vanderpol. Like Anne, James grew up in the Netherlands. After being labeled as Jewish by German authorities, James and his family ultimately decided to go into hiding in order to survive.
I am excited to share this oral history with my future students for three reasons. First, given that both James and Anne were Jews living in Amsterdam during German occupation, there are some remarkable similarities between the two stories. By listening to James, students can have a better idea of what life was like for Anne while she was writing her diary.
Another reason why I am excited to share this oral history is because James provides important information about those who risked their lives to hide Jews during this time. As he explains, those caught hiding Jews were often sent to concentration camps, and their family members were sometimes subjected to psychological torture. Ultimately, I hope this enables students to gain a greater appreciation for what Miep must have gone through when hiding Anne’s family.
A third reason why I am excited to share this oral history is because it adds a profound human element to the black and white text that we will be reading. Students may have grandparents who are the same age as James and Anne, and I hope this helps them to realize how recently this occurred. The German occupation did not happen hundreds of years ago; we can still talk to those who were alive while Anne was in hiding.
Link to Oral History
https://www.youtube.com/watch?v=vGH_F_kLKBE
Learning Objectives
After watching this oral history, students should be able to answer the following questions about life in Amsterdam during the German occupation:
Timing of Video
Given that James and Anne shared similar experiences, I would not be able to emphasize points of similarity without spoiling certain parts of Anne’s story. As a result, I would like to wait until after reading Anne’s diary to watch the video. Additionally, I want to show this video in class in case some of my students do not have internet access at home.
Writing Assignment
After watching the video in class, students will be asked to write a five-paragraph response detailing three similarities between Anne’s story and James’s story. The paper should be written according to the following format:
Assignment Timeline
I will show the video in class on a Monday, and students will have until the following Monday to complete their responses. The students will be asked to complete the assignment at home, although they will be encouraged to ask questions about the assignment in class.
Grading Rubric for Assignment
Wiki Page
If my students have internet access at home, I would like to create a wiki to use for class discussions. To earn class participation points, the students would be required to post one thoughtful question to the discussion board each week. Additionally, students would also be required to respond to at least two other questions in a respectful manner.
Although I primarily plan to use the wiki for class discussions, I think it can also serve three other purposes. First, I can use the wiki to post updates on assignments. For example, if school is cancelled, I can use the wiki to let the students know when various assignments will be due. Second, I can also use the wiki to post links to videos that they are required to watch for homework. Finally, I can also use the wiki to give students a space to pose questions. I really want students to succeed in my class, and therefore I want to give them as many opportunities as I can to ask for help if they need it.
Although I am not teaching yet, I have created an example wiki with the tabs I believe I would utilize. I have posted the link below. Please feel free to provide feedback!
http://ethomasclass.wikispaces.com
Blogging
Overview
Although blogs can be used for many different purposes, I think they could be a great tool to use in the classroom. Given that blogs allow you to view many posts from the same person, they can really show how a student’s writing is progressing. Therefore, if all of my students have internet access at home, I would love to ask students to write regular posts so that I can monitor how their writing is developing.
Learning Objectives
By creating and updating blogs on a regular basis, students will accomplish the following learning objectives:
Assignment
Once a week, students will be asked to take an argumentative stance on something we have read in class. I will provide suggested prompts each week, but students will have the option to deviate from these prompts if they are passionate about a specific topic (topics must be cleared with me in advance). Each response must be a minimum of one paragraph in length. I will grade the responses according to the following rubric:
Platform
I would like for my students to utilize Blogger.com for three reasons: it is free, it is linked to Gmail, and it offers privacy settings.
Creating a Blog
Students will be required to create their blogs for homework, but I will spend one day in class reviewing what they will need to do. Here are the steps they will need to take:
1. Create a Gmail account.
2. Go to Blogger.com.
3. Click “sign in” on the top right of the screen.
4. Click “new blog” in the top left of the screen.
5. Create a name for the blog (these will be assigned in class).
6. Create a blog address (these will also be assigned in class).
7. Customize the blog by choosing a template (students can choose their own).
8. Finish by clicking “create blog.”
Privacy Settings
Students will be required to restrict access to their blogs so that only members of our class can see their posts. However, if students would like to make their blogs public once our class ends, they will have the option to do so.
To update their privacy settings, students should do the following:
1. Log in to Blogger.com.
2. Select our class blog.
3. Open the “settings” menu on the left.
4. Choose the “basic” option.
5. Click “permissions.”
6. Click “edit” in the “blog readers” section.
7. Specify who can see the blog by choosing “only these readers.”
8. Make sure to save changes.
Sources
Directions for creating a blog: https://support.google.com/blogger/answer/1623800?hl=en
Directions for privacy settings: https://support.google.com/blogger/answer/42673
A Summary of “Improving Student Engagement with Technology Tools”
In “Improving Student Engagement with Technology Tools,” the authors share their experiences using emerging technological tools in the classroom. First, the authors compare Kahoot and Twitter to an established educational tool, Blackboard. While the authors maintain that Kahoot “. . . greatly improves student engagement and participation” (Kirsch et al. 53) when compared to Blackboard, Twitter yielded less impressive results. After comparing levels of student engagement on Twitter and Blackboard, the authors maintain that “Blackboard better met the course objectives of actively engaging students in a meaningful course discussion” (54).
In the next section, the authors evaluate emerging infographic tools. As the authors relate, Leonhirth asked students to create an infographic using a tool of their choice, but she suggested a few platforms including Piktochart, Infogr.am, Easel.ly, and Canva (55). After working with these platforms, the students recommended Piktochart and Canva above the other tools. The authors explain that, “Their recommendations were based on the learning curve, ease of use, and the types of features available for free” (56).
In the final section, the authors review Bitstrips, a platform that allows users to create comics. Using Bitstrips in a foreign language class, the authors explain that the teacher found the tool to be helpful in two ways. First, the authors maintain that using the program helped the students to achieve a degree of digital fluency. Instead of providing immediate answers to technical problems, the teacher encouraged students to work on their own solutions. Second, by asking students to write in another language, Bitstrips enabled the teacher to quickly identify areas where students might be struggling (58).
After reading this article, I think the implications for teachers are pretty obvious. For example, given that the authors found that Kahoot "greatly improves student engagement and participation” (53), I think it would be an excellent tool to use in the classroom. In contrast, given that Twitter was not effective at enhancing student engagement, I probably will not ask my students to use it.
As far as the infographic tools are concerned, I have not used any of them, and so I would obviously want to do my own research before asking my students to use them. However, I will certainly listen to the authors’ recommendations. Since Piktochart and Canva seemed to be the best free services, I would certainly try these before other similar tools.
Finally, although the authors seemed to like Bitstrips, I am not sure that I am going to use it. The fact that the platform caused frustration is not exactly encouraging to me. Realistically, students only have a limited amount of energy reserved for schoolwork, and I would rather ask them to spend this energy on the concepts we are reviewing. Additionally, although the authors claim that it enabled the teacher to quickly catch mistakes, any online platform makes this easy to do.
Source:
Kirsch, Breanne; Marlow, David; Pingley, Allison; Leonhirth, Deshia; Lownes, Steven. “Improving Student Engagement with Technology Tools.” Currents in Teaching &, vol. 8, no. 2, Sep. 2016, pp. 50-61.
Kahoot!
If my students have access to computers in the classroom, I would love to utilize Kahoot! for three reasons. First, I think it could be beneficial to introduce a new lesson with a Kahoot! quiz. By giving a quiz at the beginning of class, I can ascertain what students already know and what they still need to learn. Additionally, by asking students questions at the beginning of the lesson, I can help them to understand what they will be learning. If time permits, I would also like to give the same quiz at the end of the lesson to assess potential strengths and weaknesses.
In addition to using Kahoot! for lessons, Kahoot! quizzes can also be utilized to review information before a test. By taking a low-stakes Kahoot! quiz, students can discover what they already know. Additionally, they can also pinpoint what they still need to study.
Finally, given that the Kahoot! quizzes are so engaging, it would be a fun way to cover “boring” topics. For example, I think it would be a great way to review vocabulary words. Instead of asking students to complete tedious exercises to memorize new words, I can make the process more fun by turning it into a competitive game.
Ultimately, I am really excited about potentially using Kahoot! in my classroom, and I have already created four quizzes in a rush of enthusiasm. Under normal circumstances, I would post a link to all four quizzes and seek feedback. However, I cannot do so in this case because Kahoot! requires users to have an account to access the questions. As a result, I plan to share at least one quiz at our next class. Get excited!
Revision
After considering many options, I ultimately decided to create a new Kahoot! quiz for my revision. Although I am pleased with the first quizzes I created, I admittedly could have used more of the features that the program offers. Since I definitely plan to use Kahoot! quizzes in my classroom in the future, I thought it would be helpful to revisit the site and use more of the features that it offers.
For the new quiz that I created on Ethan Frome, I utilized two features that I did not previously use. First, I embedded a link to the trailer for the film. As a result, students will get to watch the trailer for the film while they are waiting for other players to enter the quiz code into their devices. Second, I also added a corresponding picture to each question in my quiz. The pictures do not make the answers obvious, but they do provide helpful clues.
Ultimately, I am glad that I had the opportunity to revisit this platform. The additional features not only make the quiz more interesting, but they also make the questions more memorable for students. I am looking forward to sharing my new and improved quiz at our next class!
Reflection
This class has been really helpful for me. As someone who is a little anxious about using technology, I feel like this class has prepared me to use some really engaging programs in the classroom. Specifically, I plan to use four of the tools that we discussed in this class: Prezis, digital stories, oral histories, and Kahoot! quizzes.
First, I would like to use Prezis for three reasons. Not only is the program a great alternative to PowerPoint, but it is also really easy to use. Additionally, by structuring the presentations so that you can see many pieces at once, it is a great method to visually represent how different ideas can build a cohesive project.
In addition to Prezis, I would also really like to utilize digital stories in the classroom. The Maya Angelou project that I created this semester is one of my favorites, and I really like it because it gives shy students the opportunity to practice dramatic readings without having to stand in front of their peers. We have repeatedly discussed how technology should only be used if it enhances student learning, and I really think this project enables students to engage with the material in ways that would not be possible without technology. Ultimately, I really hope to be able to use this lesson once I begin teaching.
Just as digital stories enable students to explore course material in a meaningful way, I also think oral histories will help students to gain a unique perspective on what we are learning. While working on my oral history project with James Vanderpol, it occurred to me that he is about the same age as my grandparents. Sometimes reading something in black and white can make it seem far-removed, but through an oral history project, I really think I can help students make personal connections to what we are reading in class.
Finally, while making deep connections is important, I also really want my students to have some light-hearted fun in my class. To this end, I cannot wait to utilize Kahoot! quizzes. The quizzes are so engaging and fun that I definitely plan to use them to cover “boring” topics and to review information before a test.
While I certainly plan to use many of the tools that we covered this semester, there are two that I specifically do not plan to use: blogs and wikis. I do not plan to use these because I do not want my students to feel like they have to be plugged into class at all times. On a personal note, I believe that a good education consists of extra-curricular activities, and I really believe it is important to get students off of their devices so that they can learn to communicate in more traditional ways. This does not mean that I will not assign homework (I think this is an important component of college preparation), but I am going to try to limit the amount of time that I ask students to spend on electronic devices when they are at home.
Although I do not plan to use everything that we learned in this class, I think that it has been really helpful. In exploring different platforms, I have some great ideas for how technology can be used to help students interact with the course material in a meaningful way. Ultimately, I cannot wait to try some of these projects to see what kind of impact it has on my students.